| Summary: | TO attend to dyslexia, many studies have been conducted, and in the frontline is the design of assistive applications for dyslexic children. However, studies have not been focused on the nature and appearance of these pedagogical agents used in assistive applications, especially considering children’s preferences and their users’ experiences.Hence, this study employs Systematic Literature Review (SLR) methodology to collate and analyse the research-based and publicly-available assistive applications designed for dyslexic children.The findings present two categories of virtual assistants used in the analysed assistive applications, which are girl-like and animal-like objects.This girl-like object is used by 83.3% of the analysed works. We then proceed with and on-site experiment to collect the dyslexic children’s preferences.The result showed that boy-like objects are much more preferable, depending on their gender, which contradicts with previous works that present girl-like objects as avatar most of the time.
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